Friday, 30 January 2015

After an assessment I usually do lots of learning about how to improve.My EBI from a recent observation was to include some marked work in my displays.I have started this now with my Year 9 group and it is proving really effective.Whilst marking the assessment I put post-its on pages where students partly got the answer correct.I then photocopied these pages - firstly into small booklets which students worked on in pairs - green Post-Its for correct skills or working and orange for suggested improvements:

Then we gathered together our comments on A3 versions which are now displayed around the room:

I've found that just peer assessing a couple of questions at the beginning of each lesson is really helping them to recap and improve their exam technique.

Sunday, 31 August 2014

On Tuesday I will be meeting my two new Year 11 classes - the majority of whom I haven't taught before as I am still relatively new to the school.Out of all these students only 3 are currently on target to achieve 3 levels of progress by the end of KS4, even though 93% of them achieved a Level 4 or 5 at the end of KS2.The predictions for their actual GCSE Grades based on Year 10 are all Ds and Es.There is a lot to be done. It will be hard work, but not impossible, and I thrive on challenge!What I do need though, is for them to buy into both me and themselves right from the first lesson.So how am I planning to do it?I feel very lucky to have had a varied career where I have previously working in an inner-city school in Special Measures, was then a Head of Maths in a very successful faculty for 5 years, delivered specialist intervention teaching of small groups at an Outstanding School and I am currently working as a Lead Practitioner (previously AST) and expert examiner for Edexcel.I always tell Year 11 all of the above - it's a start towards them having confidence in my ability to teach them. ....and I also tell them I've been in teaching for longer than they they've been alive!In addition I also let them know that I have worked with many students in their position at the beginning of Year 11 and that we can definitely turn it around so that they achieve their potential.Last year for the first time I gave students the opportunity to pick their own GCSE Grade based on the amount of effort they were prepared to put in through opening only one of 3 personalised envelopes.

Full details of this can be read by clicking here.In addition this year I am going to try something new alongside it in terms of a contract, of sorts, to stick in their books, entitled:

It starts with a moment of reflection on their predicted grade from the beginning of Year 10 to the end of Year 10. I've included this because many of them dropped grades between the start and end of the year.

I must just make clear at this point that in no way am I attributing any blame for this either now or during the lesson. Nor will I be allowing the students to do so!I do however, think that it's important that they reflect on this in light of the quote which I included next (attributed to Einstein, but whoever said it is a genius!):

What I am really going to concentrate with them upon is the next part. What are they going to do differently this year? It's at this point that they will be committing to the amount of effort they are prepared to put in and then choose an envelope and target grade. (As seen in the picture earlier)

Finally they will decide what they are going to do differently this year so that they can expect different results:

This is how the whole page looks. I'll let you know how it goes .........

Sunday, 22 June 2014

On Friday I had a conversation with a colleague about how 'fads' (for want of a better word) come and go in teaching and that it's all too easy to think that we should try to include all of them every lesson. I think these are the important questions that it all boils down to though and for me they'll never go out of fashion:

Tuesday, 20 May 2014

We're introducing GCSE Statistics for Year 9.I've taught AQA many times at previous schools but think it's time to check out the competition!So what to take into consideration?- The syllabus?- Style of past exam papers?- The controlled assessment?- Availability of supporting materials such as texts?- Proportion of previous candidates passing at each grade?What have I missed?

Saturday, 26 April 2014

"Don't round off even if the question tells you to" is the advice I give my learners.In fact, they can round off but ONLY when they've written down every single digit on their calculator first.This way they're guaranteed to be awarded the marks. If they incorrectly round on the answer line without the calculator display written down first getting that mark is much more of a gamble.Here's an example showing how it works:This question clearly asks candidates to give their answer to 2dp:

But if we look at the mark scheme the A1 is for an answer in the range 13.85 to 13.86, not actually for an answer of 13.85 or13.86. It's a subtle but important difference :

If the candidate is a proficient rounder then there is no problem, but how often do they make a mistake, especially when under pressure? A simple error such as rounding to 1dp (13.9) will take them out of the answer range and therefore they will not be awarded A1.Writing down the whole calculator display first stops this being a problem as they will be awarded the A1 for 13.85640646 and a subsequent incorrect attempt at rounding will be ignored.Other tips to stop your students from losing marks can be found here.

Sunday, 23 March 2014

Revision shape activities for my Year 11 Foundation class to remind them what they need to learn and to get them to continue to think about how questions might be asked in their exam.They can be downloaded here from TES if you would like a copy.